Provide support for therapy sessions — City & Guilds Limited Occupational Qualification Learning Support Revision

    This element focuses on the role of the teaching assistant in supporting therapy sessions within schools, covering preparation, active support, observation

    Topic Synopsis

    This element focuses on the role of the teaching assistant in supporting therapy sessions within schools, covering preparation, active support, observation, and review. It highlights how therapy sessions benefit pupils' development and how TAs can effectively contribute to multidisciplinary teams by providing accurate, objective feedback. Mastery of these skills ensures that therapeutic interventions are integrated seamlessly into the school day, maximizing pupil progress.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Provide support for therapy sessions

    CITY & GUILDS LIMITED
    vocational

    This element focuses on the role of the teaching assistant in supporting therapy sessions within schools, covering preparation, active support, observation, and review. It highlights how therapy sessions benefit pupils' development and how TAs can effectively contribute to multidisciplinary teams by providing accurate, objective feedback. Mastery of these skills ensures that therapeutic interventions are integrated seamlessly into the school day, maximizing pupil progress.

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    Learning Outcomes
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    Assessment Guidance
    5
    Key Skills
    1
    Key Terms
    5
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools

    Topic Overview

    The City & Guilds Level 2 Certificate in Supporting Teaching and Learning in Schools is a vocational qualification designed for individuals working or volunteering in a school setting, typically as a teaching assistant, learning support assistant, or similar role. This qualification provides the foundational knowledge and skills needed to support pupils' learning, development, and well-being under the guidance of a qualified teacher. It covers key areas such as understanding child development, promoting positive behaviour, supporting literacy and numeracy, and working with colleagues and parents. Achieving this certificate demonstrates competence in the workplace and is often a stepping stone to further qualifications or career progression in education.

    This qualification is part of the wider Supporting Teaching and Learning suite and is regulated by Ofqual. It is assessed through a combination of portfolio evidence, reflective accounts, and observations in the workplace. The content is aligned with the National Occupational Standards for supporting teaching and learning, ensuring it meets the needs of schools and learners. By completing this certificate, you will gain a solid understanding of your role and responsibilities, including how to safeguard children, promote equality and inclusion, and support the teacher in planning and delivering lessons. It is a practical, hands-on qualification that prepares you for the realities of working in a classroom environment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Child Development: Understanding the stages of physical, intellectual, emotional, and social development from birth to 19 years, and how this impacts learning and behaviour.
    • →Safeguarding: Knowing how to recognise signs of abuse or neglect, follow school policies, and report concerns appropriately to protect children's welfare.
    • →Positive Behaviour Support: Using strategies to promote positive behaviour, manage challenging behaviour, and understand the importance of consistent boundaries and routines.
    • →Supporting Literacy and Numeracy: Helping pupils develop reading, writing, and maths skills through targeted activities, resources, and interventions as directed by the teacher.
    • →Working with Others: Collaborating effectively with teachers, other support staff, parents, and external professionals to create a cohesive learning environment.

    Learning Objectives

    What you need to know and understand

    • Understand the benefits of therapy sessions, Be able to prepare for therapy sessions, Be able to provide support in therapy sessions, Be able to observe and record therapy sessions, Be able to contribute to the review of therapy sessions

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for explaining at least two specific benefits of therapy sessions (e.g., improved speech and language, enhanced motor skills) and linking them to individual pupil targets or EHCP outcomes.
    • Award credit for demonstrating preparation for a therapy session by following a therapist’s plan, gathering appropriate resources, and arranging the environment to meet safety and accessibility needs.
    • Award credit for actively supporting the therapist during a session by encouraging pupil participation, modelling activities as directed, and using positive reinforcement to maintain engagement.
    • Award credit for producing clear, factual, and dated observation records that note pupil responses, progress made, and any barriers encountered, avoiding personal opinions.
    • Award credit for contributing to the review of therapy sessions by sharing observations with the therapist/teacher, suggesting possible adjustments based on evidence, and maintaining confidentiality.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When completing observation records for your portfolio, always date each entry and cross-reference the specific therapy plan objectives you were supporting.
    • 💡Provide concrete examples of how you followed the therapist’s instructions exactly, as this demonstrates your ability to work under professional guidance.
    • 💡Include reflective accounts that show you can evaluate your own support and suggest improvements for future sessions.
    • 💡Ensure you obtain witness statements from the therapist or teacher to corroborate your practical evidence, as these strengthen your assessment submission.
    • 💡Use specific examples from your own practice in your portfolio. For instance, when describing how you supported a pupil with reading, mention the actual strategies used (e.g., phonics games, guided reading) and the outcome.
    • 💡Link your answers to school policies and procedures. If discussing behaviour, refer to your school's behaviour policy and how you applied it. This shows you understand the wider context.
    • 💡Reflect on your role and boundaries. Examiners look for evidence that you know when to refer issues to the teacher (e.g., safeguarding concerns, behaviour incidents) and when to act independently.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to adhere to the therapy plan by introducing unapproved activities or resources, which can undermine the therapeutic goals.
    • Recording subjective comments or assumptions about a pupil’s feelings rather than focusing on observable behaviors and responses.
    • Overlooking the importance of confidentiality when discussing therapy sessions with other staff or parents.
    • Not preparing the environment adequately, leading to disruptions or safety hazards during the session.
    • Assuming that the teaching assistant’s role is passive and not actively supporting the pupil through prompting or modelling.
    • Misconception: Teaching assistants only work with pupils who have special educational needs. Correction: While TAs often support SEND pupils, they work with all pupils, including those who are gifted and talented or need general support in class.
    • Misconception: You need a degree to be a teaching assistant. Correction: This Level 2 certificate is an entry-level qualification; no degree is required. Many TAs start with this and progress to higher levels.
    • Misconception: The role is just about photocopying and tidying up. Correction: TAs are actively involved in learning, including delivering interventions, assessing progress, and providing emotional support to pupils.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of the UK education system, including key stages and the roles of different staff in a school.
    • •Experience working or volunteering in a school setting is helpful but not essential, as the qualification includes workplace-based assessment.

    Key Terminology

    Essential terms to know

    • Understand the benefits of therapy sessions, Be able to prepare for therapy sessions, Be able to provide support in therapy sessions, Be able to observe and record therapy sessions, Be able to contribute to the review of therapy sessions

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